Реклама. ООО «ЛитРес», ИНН: 7719571260.
Preface
Table of Contents
1. Introduction
2. Review of Literature. 2.1 Conceptual Background: Theoretical Influence on the Basis of Language Curriculum
2.1.1 Acquisition-learning distinction
2.1.2 Comprehensible input
2.1.3 Affective filter
2.1.4 Competence and performance in language
2.1.5 Nature of linguistic communication
2.2 Design and Procedural Background: Communicative Curriculum in Theory and Practice
2.2.1 Nature of language
2.2.2 Nature of language learning
2.2.3 Nature of educational-cultural philosophy
2.3 Research-wise Background: Studies in relation to English Speaking Skills
2.4 Authentic Materials and Communicative Competence
3. Needs Assessment. 3.1 A Snapshot of the Needs Assessment
3.1.1 Who Were Involved in the Needs Assessment?
3.1.2 What Types of Information Was Gathered? (Present Situation Analysis and Target Situation Analyses)
3.1.3 How Was This Information Gathered?
3.2 Needs Assessment Plan for the Further Speaking Course. 3.2.1 Data collection procedures. 3.2.1.1 A writing activity
3.2.1.2 Student Interviews
3.2.1.3 Teacher interviews
3.2.1.4 Questionnaires to the students
3.2.1.5 Meeting
3.2.2 Data analysis procedures
3.2.3 Results of the needs assessment. 3.2.3.1 Results of the writing activity
3.2.3.2 Results of the teacher interviews. 3.2.3.2.1 Results of the interviews with content department teachers
3.2.3.2.2 Results of the interviews with the English language teachers
3.2.3.2.3 Results of the interviews with students
3.2.3.3 Results of the student questionnaire. 3.2.3.3.1 Results for the perceived difficulty on the skills
3.2.3.3.2 Results for the perceived importance on the skills
3.2.3.3.3 Results for the topic selection
3.3 Reflections from the Needs Assessment to Use in the Design of the Further Speaking Skills Curriculum
4. Curriculum Design. 4.1 Description and Components of the Curriculum Design Model Used
4.2 Application of the Model to the Further Speaking Course. 4.2.1 Articulating beliefs
4.2.2 Defining the context and needs assessment
4.2.3 Formulating goals and rationale. 4.2.3.1 Goals
4.2.3.2 Course rationale
4.2.4 Conceptualizing content and course grid
4.2.5 Organizing the course and course syllabus
4.2.6 Refined course goals and intended learning outcomes
4.2.6.1 Goals and intended learning outcomes for FSC. Proficiency (High Priority Goals and Intended Learning Outcomes)
Cognitive
Transfer
Affective
4.2.7 Instructional planning and an instructional plan for the FSC
4.2.8 Methods (teaching) strategies
4.2.8.1 Learner roles
4.2.8.2 Teacher roles
4.2.8.3 The roles of instructional materials
4.2.8.4 Instructional activities to be used
Real world tasks (task based-instruction)
Information gathering activities
Opinion-sharing activities
Information-transfer activities
Reasoning-gap activities
Role-plays
4.2.9 Planning Evaluation and an Evaluation Plan for the FSC
4.2.9.1 Course evaluation
4.2.9.2 Student evaluation
4.2.9.2.1 FSC Class evaluation plan
5. Unit and Lesson Plan. 5.1 Unit Plan. 5.1.1 Rationale
5.1.2 Introduction
5.1.3 Sequence
5.1.4 Instructional foci
5.1.5 ILOs
5.1.6 General teaching strategies
5.1.7 Unintended learning outcomes
5.1.8 Evaluation
5.2 Lesson Plan
6. Field Testing of the Unit Plan
7. Discussion. 7.1 Comments on the Process and Design
7.2 Suggestions for Further Course Design Work
References
Appendices. Appendix A. List of Activities
Appendix B. Writing Activity Sheet for Needs Assessment
Appendix C. Student Interviews Schedule
Appendix D. Interview Schedule with the Teachers of English Introduction
Appendix E. Interview Schedule for Content Teachers
Appendix F. Student Questionnaire (Bilingual Form)
Appendix G
Appendix H
Appendix I. Instructional Foci (Reading Passages) for the Unit plan
Appendix J. Activity Handout for Teacher
Index
This book is a study on curriculum design that includes the practices in relation to needs assessment, course development and testing. The aim of the book is to provide the reader with a systematic and research-wise course design primarily in languages and also in other discipline areas. The course design process is a type of research that is to be conducted in several stages by following the academic guidelines in curriculum theory and then reflecting on all this theory during the research-oriented practices. Thus, course design appears to be a process in which curriculum theory is linked to educational research and practice. However, given the currently available books on the market, it appears that there is a need for a source that would include or synthesize theory and practice. That is, there is a lack of available sources that include practical applications of theoratical information on curriculum development in combination with a concrete curriculum and course design process. As most books on course or curriculum design lack a concrete example with all the necessary steps of curriculum design, we believe that this book will fill this gap with its full and detailed explanations as to the necessary steps for course design. Furthermore, this book will meet the above need by emphasizing the course design process as a very important research-driven practice. To serve these ends, we believe that this book will be beneficial for researchers working on educational sciences and foreign languages, as well as for those working as professionals (teachers, lecturers etc.) in the teaching of languages and other discipline areas.
This book is composed of 7 chapters. Chapter 1 serves as an introductory part to the study and to all of the other parts of the book. Chapter 2 provides the literature review for language courses and curriculum design and this part centers around three main dimensions: a) conceptual, b) procedural and c) research-wise background to the language curriculum development. Chapter 3 gives information about the needs assessment, which is the first step in the curriculum design process. Chapter 4 discusses the curriculum design model used in the study and its relevant procedures and more specifically the end product of each particular process determined on the curriculum design model. Chapter 5 provides a unit and a sample lesson plan generated as a result of the curriculum development process told in the previous chapters. Chapter 6 gives information about the field testing of the sample lesson plan provided and mentioned in the previous chapter. Chapter 7 concludes the book with a discussion of final comments on the curriculum development process and with the inclusion of some recommendations for future developmental studies in this area. We believe that the procedures and tactics related to course design and development given in this source will be beneficial for those aiming to design their own courses by utilizing the theoretical and practical information provided in this book.
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4.2.6 Refined course goals and intended learning outcomes
4.2.7 Instructional planning and an instructional plan for the FSC
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